Educating Girls, Educated Women Dehomogenizing the Impact of Education in Development

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Nikolai Wenzel
Tricia Beck-Peter

Abstract

After a half-century of failed top-down international aid efforts that ignore basic microeconomics, the New Development Economics (NDE) offers an alternative.  First, sound institutions (such as rule of law, property rights, contractual enforcement, etc.); second, respect for basic microeconomic principles (from incentives to knowledge).  Within the New Development Economics, development economist William Easterly offers controversial and innovative insights; one of these is the ineffectiveness of education - alone, and without sound institutions - for promoting growth.  We argue that Easterly is generally correct, but we improve on Easterly's lessons by dehomogenizing education.  Specifically, education for girls has high marginal returns:  at the micro level, even a slight increase in education dramatically improves the health of girls - and their daughters - in a virtuous cycle.  At the macro level, educated women have a significant marginal impact on growth and institutional improvement. We complement a theoretical approach with a case study that demonstrates the importance and marginal impact of educating girls - even if sounds institutions are not yet present.

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